ABSTRACT
The mainstreaming of assessment for inclusion ensures that inclusion, equity, and social justice become an everyday lens of assessment design. In this final chapter, the editors draw themes from across the book to reflect ways forward for assessment for inclusion. Four commonalities include: 1) that students should take an active and agentic role in assessment; 2) that inclusion needs to become a mainstay of regulatory frameworks that govern assessment from design through to evaluation; 3) that teachers need to adopt ethical reflexivity; and 4) that more diverse discourses need to be embedded to disrupt positivist and ableist discourses of assessment.
